DESCRIPTIVE TITLE: Occupations
An Occupation is a part time or regular activity a person is engaged in for payment, it can also be classified as a service.
SUBJECT LEVEL: 4+ Pre-schoolers
INSTRUCTIONAL GOAL: It is expected that by the end of the first school term the 4+ will understand the job/duties of a:
Ø Farmer
Ø Dentist
Ø Chef
PREVIOUS KNOWLEDGE: Prior to this, the students knew the under mentioned:
A Farmer
Ø works on a farm;
Ø takes care of animal; and
Ø cultivate foods.
A Dentist
Ø takes out his patient’s tooth;
Ø wears a white coat; and
Ø cleans his patient’s teeth.
A Chef
Ø cooks food;
Ø general works in a hotel; and
Ø Prepares meal’s plan.
LESSON PRE-ASSESSMENT
Student’s prior knowledge would be assessed by an Anticipatory Web as seen below:
Where does a farmer work?
What does a farmer takes care of?
What a chef prepares?
Where a chef works?
What a dentist does?
Why do we go by a dentist?
OBJECTIVE ORGANIZED BY LEARNING DOMAINS:
Ø Cognitive
Ø Affective
Ø Psychomotor
STAGES OF INSTRUCTIONS (LESSON PLANS)
Subject: Language - Farmer
Level: 4+ Pre-schoolers
Instructional Goal: It is expected that by the first school term the 4+ will be able to imitate the actions of a farmer.
Previous knowledge: Prior to the lesson, the students knew that a farmer works on a farm, taking care of plants and animals.
Lesson pre-assessment: Discussions on the topic will be guided by the Educator; this action would cause the children to reveal what they already know about the topic.
Rationale for teaching strategies: The use of a Podcast will encourage a collaborative approach between student and Educator whereby the Educator can play a Podcast, while the students listen and do what is instructed.
Objectives:By the end of the lesson the children in the 4+ classroom will be able:
Cognitive
§ To demonstrate the roles in the life of a farmer.
Affective
§ To happily gain joy as they smile while singing songs pertaining to the duties of the farmer.
Psychomotor
§ To develop fine motor skills, as they imitate a farmer milking a cow from the model farm at the Centre, using their fingers up and down to milk the cow. The children gross motor skills could also be developed, as some of the students were guided by the Educator, to part-take in the bunny hop race, imitating a rabbit.
Material: A Podcast, inclusive of an original farmer’s song will be used to grasp the children’s attention; further, making the lesson interactive with excitement among all the children and the Educator.
Teacher: The teacher will be a facilitator, ensuring all objectives haves been achieved.
Student: The children will be guided to compare images to words; to engage in the game called “the Farmer in the Den” where the children would laugh, hop and sing while clapping.
Set induction: The children will be gathered in a circle, as the Educator guides them in a farmer song. This song would connect the children to the general ideal of a farmer’s duties and what is found at his farm.
Content: We are teaching the children a farmer’s duties and responsibilities, as they are guided to demonstrate what he does and how they feel while they imitate the farmer through related songs and games.
Teaching and Learning strategies: An appropriate tech tool, such as the Podcast will be used which would inculcate a level of enjoyment and involvement, in turn generating a sense of natural variation to learning.
Closure: At the culmination of this activity, the children would be guided to reflect on what they have learnt, by their enactment of their field trip to the UWI farm, as well as photos. The Educator would make note for the later assessment from such a reflective session, to ensure all objectives were achieved, also noting new words which the children would have learn.
Subject: Science - Chef
Level: 4+ Pre-schoolers
Instructional Goal: It is expected that by the first school term the 4+ will understand the job and duties of a Chef.
Previous knowledge: Prior to the lesson, the students knew that a chef is someone who cooks.
Lesson pre-assessment: Questions will be asked prior to the lesson to gain some insight on what the children know about the topic.
Rationale for teaching strategies: An interactive educational video on the topic. The children will have an opportunity to see what they are learning about and interact with each other and the teacher while learning.
Objectives: By the end of the lesson the children in the 4+ classroom will be able to:
· Identify the different types of chefs and their roles;
· Develop their fine motor skills by imitating the actions a chef does in the kitchen such as stirring a pot; and
· Gain self confidence in knowing that they are capable of individually mimicking the role and actions of the chef.
Set induction: The children will be gathered in a circle and briefed on the topic that is going to be covered.
Content: An educational video will be used in the teaching and learning process. The teacher will be monitoring the children and asking questions in between the lesson. The students will be looking at the interactive educational video.
Teaching and learning strategies: The children will be given the task of selecting the appropriate clothing that a chef wears out of a dress up box. They will then be required to mix cheese with butter and mustard. The children will then separate the paste into three bowls (assisted by the teacher). When the cheese paste has been separated, they will then add drops of food colouring and stir the paste until they see that the entire mixture has turned colour. When it is finished, the paste will then be spread onto slices of bread and enjoyed.
Closure: When the activity has come to an end the children will then be gathered into a circle. Questions about what they have just learned will be asked and any questions that the children have will be answered.
Subject: Math - Dentist
Level: 4+ pre-schoolers
Instructional Goal: It is expected that by the first school term the 4+ students will understand the importance and role of a dentist.
Previous knowledge: Prior to the lesson, the students knew that a dentist sees about your teeth.
Lesson pre-assessment: Questions will be asked prior to the lesson to gain some insight on what the children know about the topic and what they needed to know.
Rationale for teaching strategies: An interactive educational video on the topic. The children will have an opportunity to see what they are learning about and interact with each other at the end of viewing the video.
Objectives: By the end of the lesson the children in the 4+ classroom will be able to:
§ Identify the difference between a doctor and a dentist;
§ The importance of visiting a dentist;
§ Develop their fine motor skills by imitating the actions a dentist; and
§ For the children to feel a sense of accomplishment after imitating what a dentist does and seeing themselves on video.
§ They would be learning to count while using the dental pick to count their peers tooth.
Teacher: The teacher will be a facilitator, ensuring all objectives haves been achieved.
Set induction: The children will be gathered in a circle and briefed on the topic that is going to be covered. A dentist would also be brought in to show them the proper way to brush their teeth.
Content: An educational video will be used in the teaching and learning process. The teacher will be monitoring the children and asking questions in between the lesson. The students will be looking at the interactive educational video.
Teaching and learning strategies: The children will be given the task of selecting the appropriate clothing and dental instruments that were seen in the video and showed to by the dentist. They will then be required to work in pairs one as a patient the other as a dentist and imitate what they saw in the video and what the dentist demonstrated to them. They would be required to use a plastic dental pick to count their partners tooth. They would be videotaped and pictures would be taken out.
Closure: When the activity has come to an end the children will then be gathered into circle. Questions about what they have just learned will be asked and any questions that the children have will be answered. Their video would also be shown to the kids.
ASSESSMENT
Evaluation Sheet
Please tick Yes No
1. Did Ylis pet the animals on the farm?
2. Did Gail react when she watch the animals?
3. Did Kaveeta imitate the farmer throwing the corn for the chicks?
4. Did Ylis hop like the rabbit?
5. Did Kimberly smile when she herd the song “A Farmer?”
6. Was Colette able to milk the cow using her fingers?
7. Was Colette able to say three duties of a farmer?
8. Were the children able to use the dental pick?
9. Were they able to count their partners teeth?
10. Was Gail able to identify to the dental instruments?
Activities:
Each child would be given a sheet of paper to draw a farmer at work and would have the opportunity after, to show their picture and tell the story of it.
Each child would be given a dental pick and pair of gloves to imitate what the dentist did and then counts their partners tooth.
CONTINGENCY PLAN
Throughout the three lesson plans using different tech tools to guide the children learning which demonstrates the integration of technology into the curriculum, a contingency plan is on standby should the technology fail. Our Educators at ‘Wee Kidz Future Scholars’ leaves nothing to chance as they are all our Educators are highly trained, and the word “failure” is used or anticipated at our School.
The Project Approach which practise at our school is Developmentally Appropriate and a project is an in-depth investigation by children of a topic that is worthy of their time, attention and energy (Katz, 1994b). This being an integral part of our curriculum where our children would always be guided towards learning are encourage to participate in projects which not only profits the children presently, but impacts their future as well, as life-long lessons are learnt from such investigative experiences.
An Occupation is a part time or regular activity a person is engaged in for payment, it can also be classified as a service.
SUBJECT LEVEL: 4+ Pre-schoolers
INSTRUCTIONAL GOAL: It is expected that by the end of the first school term the 4+ will understand the job/duties of a:
Ø Farmer
Ø Dentist
Ø Chef
PREVIOUS KNOWLEDGE: Prior to this, the students knew the under mentioned:
A Farmer
Ø works on a farm;
Ø takes care of animal; and
Ø cultivate foods.
A Dentist
Ø takes out his patient’s tooth;
Ø wears a white coat; and
Ø cleans his patient’s teeth.
A Chef
Ø cooks food;
Ø general works in a hotel; and
Ø Prepares meal’s plan.
LESSON PRE-ASSESSMENT
Student’s prior knowledge would be assessed by an Anticipatory Web as seen below:
Where does a farmer work?
What does a farmer takes care of?
What a chef prepares?
Where a chef works?
What a dentist does?
Why do we go by a dentist?
OBJECTIVE ORGANIZED BY LEARNING DOMAINS:
Ø Cognitive
Ø Affective
Ø Psychomotor
STAGES OF INSTRUCTIONS (LESSON PLANS)
Subject: Language - Farmer
Level: 4+ Pre-schoolers
Instructional Goal: It is expected that by the first school term the 4+ will be able to imitate the actions of a farmer.
Previous knowledge: Prior to the lesson, the students knew that a farmer works on a farm, taking care of plants and animals.
Lesson pre-assessment: Discussions on the topic will be guided by the Educator; this action would cause the children to reveal what they already know about the topic.
Rationale for teaching strategies: The use of a Podcast will encourage a collaborative approach between student and Educator whereby the Educator can play a Podcast, while the students listen and do what is instructed.
Objectives:By the end of the lesson the children in the 4+ classroom will be able:
Cognitive
§ To demonstrate the roles in the life of a farmer.
Affective
§ To happily gain joy as they smile while singing songs pertaining to the duties of the farmer.
Psychomotor
§ To develop fine motor skills, as they imitate a farmer milking a cow from the model farm at the Centre, using their fingers up and down to milk the cow. The children gross motor skills could also be developed, as some of the students were guided by the Educator, to part-take in the bunny hop race, imitating a rabbit.
Material: A Podcast, inclusive of an original farmer’s song will be used to grasp the children’s attention; further, making the lesson interactive with excitement among all the children and the Educator.
Teacher: The teacher will be a facilitator, ensuring all objectives haves been achieved.
Student: The children will be guided to compare images to words; to engage in the game called “the Farmer in the Den” where the children would laugh, hop and sing while clapping.
Set induction: The children will be gathered in a circle, as the Educator guides them in a farmer song. This song would connect the children to the general ideal of a farmer’s duties and what is found at his farm.
Content: We are teaching the children a farmer’s duties and responsibilities, as they are guided to demonstrate what he does and how they feel while they imitate the farmer through related songs and games.
Teaching and Learning strategies: An appropriate tech tool, such as the Podcast will be used which would inculcate a level of enjoyment and involvement, in turn generating a sense of natural variation to learning.
Closure: At the culmination of this activity, the children would be guided to reflect on what they have learnt, by their enactment of their field trip to the UWI farm, as well as photos. The Educator would make note for the later assessment from such a reflective session, to ensure all objectives were achieved, also noting new words which the children would have learn.
Subject: Science - Chef
Level: 4+ Pre-schoolers
Instructional Goal: It is expected that by the first school term the 4+ will understand the job and duties of a Chef.
Previous knowledge: Prior to the lesson, the students knew that a chef is someone who cooks.
Lesson pre-assessment: Questions will be asked prior to the lesson to gain some insight on what the children know about the topic.
Rationale for teaching strategies: An interactive educational video on the topic. The children will have an opportunity to see what they are learning about and interact with each other and the teacher while learning.
Objectives: By the end of the lesson the children in the 4+ classroom will be able to:
· Identify the different types of chefs and their roles;
· Develop their fine motor skills by imitating the actions a chef does in the kitchen such as stirring a pot; and
· Gain self confidence in knowing that they are capable of individually mimicking the role and actions of the chef.
Set induction: The children will be gathered in a circle and briefed on the topic that is going to be covered.
Content: An educational video will be used in the teaching and learning process. The teacher will be monitoring the children and asking questions in between the lesson. The students will be looking at the interactive educational video.
Teaching and learning strategies: The children will be given the task of selecting the appropriate clothing that a chef wears out of a dress up box. They will then be required to mix cheese with butter and mustard. The children will then separate the paste into three bowls (assisted by the teacher). When the cheese paste has been separated, they will then add drops of food colouring and stir the paste until they see that the entire mixture has turned colour. When it is finished, the paste will then be spread onto slices of bread and enjoyed.
Closure: When the activity has come to an end the children will then be gathered into a circle. Questions about what they have just learned will be asked and any questions that the children have will be answered.
Subject: Math - Dentist
Level: 4+ pre-schoolers
Instructional Goal: It is expected that by the first school term the 4+ students will understand the importance and role of a dentist.
Previous knowledge: Prior to the lesson, the students knew that a dentist sees about your teeth.
Lesson pre-assessment: Questions will be asked prior to the lesson to gain some insight on what the children know about the topic and what they needed to know.
Rationale for teaching strategies: An interactive educational video on the topic. The children will have an opportunity to see what they are learning about and interact with each other at the end of viewing the video.
Objectives: By the end of the lesson the children in the 4+ classroom will be able to:
§ Identify the difference between a doctor and a dentist;
§ The importance of visiting a dentist;
§ Develop their fine motor skills by imitating the actions a dentist; and
§ For the children to feel a sense of accomplishment after imitating what a dentist does and seeing themselves on video.
§ They would be learning to count while using the dental pick to count their peers tooth.
Teacher: The teacher will be a facilitator, ensuring all objectives haves been achieved.
Set induction: The children will be gathered in a circle and briefed on the topic that is going to be covered. A dentist would also be brought in to show them the proper way to brush their teeth.
Content: An educational video will be used in the teaching and learning process. The teacher will be monitoring the children and asking questions in between the lesson. The students will be looking at the interactive educational video.
Teaching and learning strategies: The children will be given the task of selecting the appropriate clothing and dental instruments that were seen in the video and showed to by the dentist. They will then be required to work in pairs one as a patient the other as a dentist and imitate what they saw in the video and what the dentist demonstrated to them. They would be required to use a plastic dental pick to count their partners tooth. They would be videotaped and pictures would be taken out.
Closure: When the activity has come to an end the children will then be gathered into circle. Questions about what they have just learned will be asked and any questions that the children have will be answered. Their video would also be shown to the kids.
ASSESSMENT
Evaluation Sheet
Please tick Yes No
1. Did Ylis pet the animals on the farm?
2. Did Gail react when she watch the animals?
3. Did Kaveeta imitate the farmer throwing the corn for the chicks?
4. Did Ylis hop like the rabbit?
5. Did Kimberly smile when she herd the song “A Farmer?”
6. Was Colette able to milk the cow using her fingers?
7. Was Colette able to say three duties of a farmer?
8. Were the children able to use the dental pick?
9. Were they able to count their partners teeth?
10. Was Gail able to identify to the dental instruments?
Activities:
Each child would be given a sheet of paper to draw a farmer at work and would have the opportunity after, to show their picture and tell the story of it.
Each child would be given a dental pick and pair of gloves to imitate what the dentist did and then counts their partners tooth.
CONTINGENCY PLAN
Throughout the three lesson plans using different tech tools to guide the children learning which demonstrates the integration of technology into the curriculum, a contingency plan is on standby should the technology fail. Our Educators at ‘Wee Kidz Future Scholars’ leaves nothing to chance as they are all our Educators are highly trained, and the word “failure” is used or anticipated at our School.
The Project Approach which practise at our school is Developmentally Appropriate and a project is an in-depth investigation by children of a topic that is worthy of their time, attention and energy (Katz, 1994b). This being an integral part of our curriculum where our children would always be guided towards learning are encourage to participate in projects which not only profits the children presently, but impacts their future as well, as life-long lessons are learnt from such investigative experiences.